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Unit : 3 Immigration & Urbanization
Lesson A: Immigration Class Periods: 1
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Standards/Benchmarks: SS.912.A.3.7 - Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemens Agreement with Japan). Remarks/Examples Examples may include, but are not limited to nativism, integration of immigrants into society when comparing "Old" [before 1890] and "New" immigrants [after 1890], Immigration Act of 1924.
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Objectives: Explain why the second Industrial Revolution drove European and Asian immigrants to United States during the late 19th and early 20th century. Compare and/or contrast the experiences of the European immigrants and Asian immigrants, in America.
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Essential Question: Did America fulfill the dreams of immigrants? How has immigration affected Ame |
ricas success? |
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Higher Order Questions: Compare and contrast the treatment "new" immigrants received while going through the immigration process. Explain the fears that the Nativists had about the "new" immigrants. How did European immigrants of the late 1800s change American society? Explain why the idea of Americanization was so important to the "new" immigrants |
Vocabulary: Emigrant Immigration Gentleman's Agreement (1906) Immigrant Tenement Ethnic Ellis Island Angel Island Nativism Chinese Exclusion Act (1882)
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Instructional Strategy Ideas: I Do Using the Gateway to US History text as a resource, teacher can model for students the differences between Ellis Island and Angel Island. Teacher will also cover the definitions of Emigrant and Immigrant, being sure to make connections between the PUSH and PULL factors that are implicated with each term. Students will be given graphic organizers in foldable format in order to place the information. (15 mins)
We Do In groups of 3-4, students should be provided with copies of the text in order to fulfill their assigned role to complete the graphic organizers in the foldable (provided by the teacher). Roles: 1. Important Differences in West Coast Immigrants 2. Important Differences in East Coast Immigrants 3. Groups immigrating to the West Coast & Groups Immigrating to the East Coast 4. Push (Emigrant) factors, PULL (Immigrant) factors Students will have 15 minutes to complete this portion of the lesson and then we will come back together as a whole groups to allow groups to share out and identify if there are any missing factors that were left out (5 mins) Teacher can show 3 brief video clips of immigration videos (9 minutes total) with higher order questions students will answer while viewing: Detained @ Ellis Island: Why were immigrants detained on Ellis Island? Arrival @ Ellis Island: Why was the Statue of Liberty at arrival so emotional for immigrants? Medical Inspection: What happened to the people who did not pass medical screening? You Do Students could independently students will use their graphic organizers & experience in the class to help support the following assignment: Student will write a descriptive essay: Suppose that you are an immigrant who has arrived in the United States in the 1800s. Choose a country to be from and write a letter to a relative in your home country describing why you decided to move to America and what you found when you arrived. (20 mins) |
Differentiation Ideas: Interactive Notebook: Left Side: Student will create a foldable/graphic organizer describing 1. The importance of Ellis Island and Angel Island, 2. Groups the immigrated into the US at this time, and 3. Push and Pull factors for those groups.
Right Side: Student will write a descriptive essay: Suppose that you are an immigrant who has arrived in the United States in the 1800s. Choose a country to be from and write a letter to a relative in your home country describing why you decided to move to America and what you found when you arrived. (sample provided in Interactive Notebook folder on Blackboard) |
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Resources: 1. http://ushistoryscene.com/article/immigrants-cities-disease/
2. http://www.history.com/topics/u-s-immigration-before-1965
Textbook Connections: McGraw Hill: The Florida United States History & Geography: Modern Times, 2013 Chapter 4, Lesson 1: Immigration, (Pages 114-117). Chapter 4, Lesson 2: Urbanization (pages 118-121) Chapter 4, Lesson 3: Social Darwinism and Social reform (pages 122-127) Chapter 4, Lesson 4: Politics of the Gilded Age (pages 128-132) Chapter 4, Lesson 5: The Rise of Segregation (pages 133-137)
Gateway to U.S. History (Jarrett and Yahng, 2014) Chapter 6: "Cities, Immigrants, and Farmers", (Pages 99-104). Chapter 6: Cities, Immigrants, and Farmers (pages 96-99, 105-112). Chapter 5: The Labor Movement - "The Rise of Ideology" (pages 89-90)
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